IB/MYP國際文憑中學項目概念為主的課程設計以語言習得華語第一階段與第二階段為例

Abstract

國際文憑課程中學項目強調概念理解，概念理解的課程是一種課程設計方法。國際文憑中學項目課程要求在全球性背景情境中進行概念學習，從探究問題開始結合學科課程，引導學生將學科中的事實、信息以及原理，延伸轉移為更高層次的理解。研究者以在美國公立學校的國際文憑學校中學項目語言習得學科的華語文老師為出發，探究概念理解的華語文零起點初階課程設計。研究目的為設計概念理解的零起點華語課程。因應疫情中的線上教學，探索初級華語學生在線上的概念學習教學活動，以及評估概念學習的成果。呈現初階學生理解身處的世界，同時展現中學項目的所要求的語言能力與流利指標。研究結果發現，在概念理解為主的課程設計中，第一階段與第二階段的零起點華語學習者能夠進行概念理解，並且能從評估中確定理解。The Middle Year Programme of International Baccalaureate emphasizes conceptual learning, or concept-based curriculum (CBI). In essence, the Middle Year Programme promotes conceptual learning through subject areas. Students transfer the knowledge from retention of facts, information, and principles in the discipline to a higher level of understanding. The purpose of this research is to explore stimulating conceptual learning with phase 1& 2 Chinese as foreign language learners (CFL) under an online teaching environment due to the global pandemic. This research is based on the experiences of a classroom teacher at an IB/MYP public schools, who designs a conceptual understanding unit and learning activities. The results show, in the concept-based curriculum design, CFL learners can carry out conceptual understanding within the proficiency level in phase 1 and 2.